Indian Journal of Positive Psychology

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Re-attributional Pathway: A Self-efficacy Perspective


Affiliations
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, India
2 Former Dean Social Sciences & Head Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University Talwandi Sabo, Punjab, India
     

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The present research aimed to study the effect of re-attributional training on self-efficacy and its sub-dimensions namely academic, social and emotional self-efficacy. A sample of 60 female students with low efficacy beliefs between the age group of 14-17 years was selected randomly from various educational institutions of Chandigarh. An experimental-control design was used. An anagram task was manipulated to improve the self-efficacy of the students. Low efficacious students were subjected to positive outcome feedback for their performance on the task. After the training phase, the participants were assessed on a self-efficacy questionnaire for children (Muris, 2001) for measuring their altered self-efficacy. One-way ANOVA was used to analyze the data. The analysis indicated that re-attributional training played a significant role in raising self-efficacy and its sub-dimensions. The practical guidelines and future research recommendations will be discussed.

Keywords

adolescent, self-efficacy, re-attributional training
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  • Re-attributional Pathway: A Self-efficacy Perspective

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Authors

Pratibha Jindal
Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, India
Vandana Sharma
Former Dean Social Sciences & Head Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University Talwandi Sabo, Punjab, India

Abstract


The present research aimed to study the effect of re-attributional training on self-efficacy and its sub-dimensions namely academic, social and emotional self-efficacy. A sample of 60 female students with low efficacy beliefs between the age group of 14-17 years was selected randomly from various educational institutions of Chandigarh. An experimental-control design was used. An anagram task was manipulated to improve the self-efficacy of the students. Low efficacious students were subjected to positive outcome feedback for their performance on the task. After the training phase, the participants were assessed on a self-efficacy questionnaire for children (Muris, 2001) for measuring their altered self-efficacy. One-way ANOVA was used to analyze the data. The analysis indicated that re-attributional training played a significant role in raising self-efficacy and its sub-dimensions. The practical guidelines and future research recommendations will be discussed.

Keywords


adolescent, self-efficacy, re-attributional training

References





DOI: https://doi.org/10.15614/ijpp%2F2022%2Fv13i1%2F212304